Gamification in English Language Education: Using ICT to Boost Engagement among Senior Secondary School Students in Zaria, Kaduna State

Suleiman Balarabe, Solomon Briska Barkindo

Abstract


This study investigates the impact of gamification through Information and Communication Technology (ICT) tools on student engagement in English language learning among senior secondary school students in Zaria, Kaduna State. A mixed-methods research design was employed, incorporating both quantitative and qualitative data collection techniques. The sample consisted of 300 students and 30 English teachers drawn from six public and private secondary schools using purposive sampling. Instruments used included structured questionnaires, classroom observation checklists, and focus group interviews. Descriptive and inferential analyses using SPSS revealed a 22% increase in student engagement, with specific improvements in attendance, participation, enthusiasm, and comprehension after gamified tools such as Kahoot, Quizizz, and Duolingo were introduced. Thematic analysis of qualitative data highlighted increased motivation, improved classroom interaction, and positive perceptions of gamified learning. However, contextual challenges such as poor ICT infrastructure, irregular electricity, and limited digital literacy among teachers were noted as barriers to wider adoption. Based on these findings, the study recommends enhanced ICT infrastructure in schools, targeted teacher training, and policy support from educational authorities to facilitate broader integration of gamified learning. These efforts could significantly improve language acquisition and teaching efficacy in Nigerian secondary schools.


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